substantiated as victims (Wiese and Dara, 1995). u Homicide is the leading cause of death among African American males ages 15 to 24 (Hawkins, Crosby, and Hammett, 1994). u A survey of inner-city high school studeent revealed that 45 percent had been threatened with a gun, or shot at, and one in three had been beaten up on their way to school (Sheley and Wright, 1993). In addition, an alarming number of children who are not the direct victims of physical assault become potential psycholoogica casualties as they witness violeenc both at home and in the broader community. For example: u In a study conducted at Boston City Hospital, 1 out of every 10 children seen in their primary care clinic had witnessed a shooting or a stabbing befoor the age of 6—50 percent in the home and 50 percent in the streets. The average age of these children was 2.7 years (Taylor et al., 1992). u In a study of New Haven 6th, 8th, and 10th grade students, 40 percent reporrte witnessing at least one violent crime in the previous year (New Haven Public Schools, 1992). u In a survey of fifth and sixth grade studeent in Washington, D.C., 31 percent reported having witnessed a shooting; Child Development–Community Policing: Partnership in a Climate of Violence Steven Marans, M.S.W., Ph.D. The New Haven Department of Police Services and the Child Study Center at the Yale University School of Medicine have developed a unique collaborative program to address the psychological impact of the chronic exposure to communnit violence on children and families. The Child Development–Community Policing (CD–CP) program brings police officers and mental health professionals together to provide each other with traininng consultation, and support, and to provide direct interdisciplinary interventiio to children who are victims, witnessses or perpetrators of violent crime. The New Haven program serves as a natioona model for police-mental health partnerships across the country. Children’s Exposure to Violence The experience of victimization by violeenc is far too common among children in America, as evidenced below: u In 1994, almost 2.6 million youth ages 12 to 17 were victims of crime—simple and aggravated assaults, rape, and robbery (Bureau of Justice Statistics, “National Crime Victimization Survey.” Unpublished table.). u In 1994, an estimated 3.1 million childrre were reported to public welfare agencies for abuse or neglect. More than 1 million of those children were From the Administrator Too many of our Nation’s children are falling victim to pervasive violence. Even young people who do not bear the physical scars of domestic and societal violence are often emotional casualties. The tragic consequences to children of chronic exposure to violence are considerable. They include depressiion anxiety, stress, and anger. Alcohho abuse, academic failure, and the increased likelihood of acting out in a violent manner are part of the costly legacy left by a climate of violence. With the support of the Office of Juveniil Justice and Delinquency Preventiion the New Haven Department of Police Services and the Yale University Child Study Center have established a program that addresses the adverse impact of continuing exposure to violeenc on children and their families, and attempts to interrupt the cycle of violence impacting so many of our children. Reflecting New Haven’s commendable commitment to community policing, the Child Development–Community Policing Program brings law enforcemeen and mental health professionals together to help children who are victiims witnesses, and even perpetrators of violent acts. I am pleased to present this promising model of professional partnership for your consideration. Shay Bilchik Administrator DEPARTMENT OF JUSTICE OFFICE OF JUSTICE PROGRAMS BJA NIJ OJJDP BJS OVC U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention Miriam Berkman, J.D., M.S.W. J U V E N I L E J U S T I C E B U L L E T I N Shay Bilchik, Administrator March 19972 17 percent had witnessed a murder; and 23 percent had seen a dead body (Richters and Martinez, 1993). u Among males in some high schools as many as 21 percent reported seeing a person sexually assaulted; 82 percent had witnessed a beating or mugging in school; 46 percent had seen a person attacked or stabbed with a knife; and 62 percent had witnessed a shooting (Singer et al., 1995). Children’s exposure to violence and maltreatment is significantly associated with increased depression, anxiety, posttrauumati stress, anger, greater alcohol use, and lower school attainment (Garbarino et al., 1992; Martinez and Richters, 1993; Singer et al., 1995; Cicchetti and Carlson, 1989). Richters and Martinez (1993) produced substantial evidence that parents tend to significantly underestimate their children’s exposure to community violeenc as well as associated stress symptooms Recognition of and verbal dialog regarding children’s experience with violeen events were seen as the most likely ways to mitigate the formation of stress symptoms. Youth who are repeatedly exposed to multiple risk factors—for example, sociaall isolated, impoverished, violenceriddde neighborhoods—require the most “intensive integrated, sustained, coordinatted and comprehensive intervention” according to the recommendations of a consensus of professionals in the field (Carnegie Council on Adolescent Developmeent 1992a; Citizens Committee for Childrren 1993; Greene, 1996; Palmer, 1983; Schorr, 1989). In addition, as indicated by the followiin figures, children who experience violeenc either as victims or as witnesses are at increased risk of becoming violent themselves: u In an OJJDP-funded study of children in Rochester, New York, children who had been victims of violence within their families were 24 percent more likely to report violent behavior as adolescents than those who had not been maltreeate in childhood. Adolescents who were not themselves victimized but who had grown up in families where partner violence occurred were 21 perceen more likely to report violent delinqueenc than those not so exposed. Overall, children exposed to multiple forms of family violence reported twice the rate of youth violence as those from nonviolent families (Thornberry, 1994). u In a survey of 30 incarcerated delinquuen adolescents in Connecticut, 83 percent reported previously witnessing a shooting, 67 percent reported witnesssin a stabbing, and 53 percent reporrte witnessing a killing. Sixty-three percent of the respondents reported having been shot at and 50 percent reporrte having been stabbed (Vitulano et al., 1996). u In a survey of New York City’s juvenile detention facility, 79 percent had seen a person stabbed or shot; 58 percent had a family member who had been shot or stabbed; and 38 percent had been shot or stabbed themselves (City of New York, 1993). These children are of particular conceer to law enforcement as they perpetuaat the cycle of violence into the next generation. Police officers, as the first responders on scenes of violence and tragedy, have frequent contact with the children and families most at risk as a result of their exposure to violence. However, officers ordinarily do not have the training, the practical support, or the time to deal effecttivel with the psychological aftermath of children’s experiences with violence. While mental health professionals may be equipped to intervene to ameliorate the psychological consequences of children’s exposure to violence, traditional, clinicbaase therapists often have no opportuniit to treat these children until months or years later, when they are presented with entrenched symptoms such as school failure or dangerous, disruptive, and violent behavior. The CD–CP progrram developed in New Haven, Connecticuut brings police and mental health professionals together to develop new, collaborative approaches to problems that are beyond the reach of either professsio when working in isolation. This opportunity is especially clear in the conteex of the New Haven model of communiit policing, which places officers on permanent assignment in neighborhoods, expands their role in building relationshhip with community residents, and encourages their regular contact with children and families in a range of nonconfronntationa settings. Community Police Responses At best, police can provide children and families with a sense of security and safety through rapid, authoritative, and effective responses at times of danger. Often, however, children’s contacts with police officers arouse more negative feelinngs For example, the arrival of officers after a violent event can reinforce a child’s sense of being unprotected and the feeling that those in charge provide too little, too late. For many children, particuularl those in impoverished inner citiees the police are seen as representatives of a dominant, insensitive culture and quickly become targets of children’s angge toward a hostile and uncaring society. Community policing provides officers with opportunities to minimize these negative experiences and instead offer children positive models for identificatiion Police officers who take on a consisteent authoritative presence in their neighborhoods are potential heroes for young people for whom there are all too few prosocial adult models. As communiit policing places individual officers on long-term assignments in specific neighborhhood and encourages them to work with community residents to analyze and solve problems before they erupt in lethal violence, children and families come in contact with officers in a wide variety of helping roles well beyond the context of such traditional police functions as makiin arrests or executing search warrants. As community policing integrates officers within their communities they become known as individuals, rather than by role, and they come to know the people they serve as individuals. These strategies alllo officers to develop relationships and assume roles in children’s lives that would not be possible in a more impersonnal incident-driven policing system. For example, following a child’s exposuur to a serious incident of violence, regular contact with a familiar beat officer can serve to increase the child’s sense of security, provide a prosocial adult model for identification, and support the child’s family to obtain needed mental health or other social services. Similarly, regular, nonconfrontational contact with a neighborrhoo officer may help some young delinquents to control their impulses to engage in criminal activity and to abide by court-imposed restrictions. As figures of authority, police officers are also in a position to broker services for families3 psychological burdens of violence on children and families, community membeers and mental health professionals themselves. The CD–CP program is closely related to and dependent on the reorientation of the New Haven police to a community-based policing philosophy. Through the application of principles of child development and human functioniin to the daily work of neighborhood police officers, the program provides officers with an expanded frame of referennc and more varied options for intervennin in the lives of children and familiie exposed to violence. Similarly, through a reorientation of the traditional relationships between mental health cliniciian and police professionals, the progrra extends the roles that mental health clinicians play in the lives of the same children and families (Marans and Cohen, 1993; Marans et al., 1995; Marans, Berkman, and Cohen, 1996). The CD–CP program has become a foundation for officers to broaden their roles as problem solvers. The process of consultation and collaboration with mentta health and allied professionals breaks down barriers to the idea that complex problems require multiple solutions that involve new partners. As the burden and problem-solving tasks are shared, officers experience a greater sense of effectivenees and are increasingly able to sustain their engagement in the lives of children. When problems can be assessed in the context of the CD–CP partnership, intervenntio can not only take place in a more timely fashion but also without the fragmenttatio of services that so often leads to a squandering of limited resources. Program Outline The CD–CP program model consists of interrelated training and consultative components that aim at sharing knowleddg and developing ongoing collegial relationships between police officers and mental health professionals. 1. Child Development Fellowships for Police Supervisors Child Development Fellowships help provide supervisory officers with the speciia psychological expertise they need to lead a cohesive team of community-based officers in a wide variety of crime preventiion early intervention, and relationshipbuilldin activities involving children, families, and community agencies in their individual neighborhoods. Child Developmeen Fellows spend 3 to 4 hours per week over the course of 3 to 4 months in the Child Study Center. Fellows participate in a range of activities and observations that familiarize them with developmental conceppts patterns of psychological disturbannce methods of clinical intervention, and settings for treatment and care. Poliic supervisors involved in the fellowshhi also provide basic knowledge about police practice to their mental health colleaggues A major goal of the fellowship is to establish relationships between the fellows and the child mental health professiional with whom they will be collaborattin in the future. 2. Police Fellowships for Clinicians The Police Fellowship provides cliniciian with opportunities to spend time with police colleagues in squad cars, in police stations, and in the streets observiin and learning directly from officers about their day-to-day activities. This expossur assists clinicians in understanding the environment to which children and families are exposed, the relationships between members of the community and the police, and the various uses of police authority in daily interactions with communnit residents. Observing the realities of officers’ interactions with children proviide a framework for understanding the roles that officers play in the psychologicca lives of children and families and prepaare mental health professionals to intervene collaboratively with police partneer in cases referred through the consultattio service. Extended contact with police colleagues through the fellowship also provides the basis for trust in the ongoing working relationships on which the program depends. 3. Seminar on Child Development, Human Functioning, and Policing Strategies The CD–CP seminar on child developmeent human functioning, and policing strategies is a course for police officers, mental health clinicians, and related professiional (e.g., probation officers) that is co-led by a team of clinical faculty membeer and a police supervisor experienced in the CD–CP program. The seminar meets each week for 1.5 hours over a period of 10 weeks. Using case scenarios drawn from the experiences of the seminna members and group leaders, the seminar applies principles of child developmmen to the daily work of police officeer to provide officers and clinicians with knowledge and a sense of personal empoweermen to intervene positively with and to coordinate the responses of other institutions. The assumption of such expannde roles in the lives of children also imposes new burdens on police officers and requires new modes of training and operational support. The CD–CP program reflects and contribbute to a more general change in the approach to policing in New Haven. In this model of community policing, the establishment and maintenance of relationnship between community-based officers and community residents is of central importance. As New Haven officeer have become part of the social landsccap of the neighborhoods they serve, they no longer represent an anonymous target for the pent-up frustration and rage felt by underserved and disadvantaged community residents. Consequently, both the physical risk to officers and officers’ feelings of apprehension in the communiit have diminished. The central focus on relationships betwwee police and community members has also resulted in other markers of law enforcement success. When officers know the community, they recognize that the majority of citizens are law abiding and represent potential partners for a better neighborhood. This frees officers to focus more effective enforcement efforts on the small number of career and violent offenders. For example, after the 1991 incepptio of community-based policing in New Haven, four major drug gangs were targeted by a joint Federal/State task force on drug enforcement. Relationships between community patrol officers and residents in neighborhoods most affected by drugs and associated violence led to extensive intelligence that was invaluable to the effective Federal prosecution and long-term incarceration of high-level leadeer in all four gangs. Similarly, the New Haven police focus on personal relationshhip as the core of community policing has resulted in a 95-percent closure rate of all homicide investigations. Collaborative Responses The CD–CP program is a partnership that developed out of the shared conceern of New Haven police and mental health professionals regarding the experiennce of children and adolescents expoose to and involved in community violennce The program aims to coordinate the efforts of community police officers and mental health clinicians to reduce the4 children and families. Exposure to developmeenta principles introduces officers to the importance of thinking about children’s development and their own influence on children. Exposure to police perspectives on children, families, violennce and crime expands clinicians’ understtandin of the children they work with and the role of legal authority in contaiinin children’s responses to violence. 4. Consultation Service As community-based police officers become more active and visible within their neighborhoods, they establish more frequent contact with children and familiie who are in danger or distress, includiin victims or witnesses of violence, truants from school, and teens involved with gang activity. These neighborhood officers need a resource to turn to for discussion, guidance, and an immediate clinical response, especially when the child is in great distress, as happens so often following exposure to serious violennce The CD–CP consultation service allows police officers to make referrals and to obtain immediate clinical guidannce especially in the aftermath of children’s traumatic experiences. Consultattio service clinicians and police supervissor experienced in the program are on call 24 hours a day to discuss difficult situations involving children and adolescennts When a direct clinical response is necessitated by the urgency of a child’s distress (e.g., a child who has just witnessse the murder of a relative), a cliniciia will respond immediately and may see the child and family at the clinic, the police station, or the child’s home. Less urgent clinical meetings, referrals to other services, coordination with other agenciies and regular followup by both police and clinicians are also arranged. 5. Program Conference Police officers and clinicians who staff the CD–CP program meet weekly to discuus difficult and perplexing cases that arise from officers’ direct experiences in their neighborhoods and from the consultattio service. The case discussions proviid a forum for police, clinicians, and allied professionals to examine cases from a variety of perspectives in order to understand better the experience of childrre and families exposed to violence, to explore the limits of current intervention strategies, and to develop improved methods of collaboration and response. The conference also provides a regular forum for planning and evaluation of progrra activities and for examining systemmic institutional, and administrative issues. Police supervisors representing all sectors of the city participate in the progrra conference and bring to the discussiio the various concerns of community residents in their districts. Juvenile Justice Response Many of the children and adolescents about whom police officers and clinicians are most concerned are those who have experienced chronic exposure to violence and who are now becoming involved in delinquent activities. To respond to these children and adolescents, the CD–CP collaborratio has expanded to include representaative of the juvenile justice system. In addition, the team’s approaches to interveentio with this group of children have expanded the use of legal authority to provide external structure where internna and family structures are lacking. As a result of the placement of juvenile probation officers in several New Haven neighborhoods, with offices in the local community substations, police officers, clinicians, and juvenile probation officers have more closely coordinated their work with young delinquents. In this context, the CD–CP training and weekly conferennc has provided a central forum for examining comprehensive approaches to programmatic innovation as well as case planning for individual juveniles. As a result of this planning process, neighborrhoo police officers and juvenile probation officers collaborate in the supervvisio of young offenders by regularly sharing information about children and adolescents on probation and assigning police officers to supervise some communiit service projects. In addition, CD–CP clinicians provide regular consultation to juvenile probation officers and the local juvenile detention center regarding the mental health needs of children and adolesccent involved in the juvenile justice system. Results of the CD–CP Program’s First 5 Years The expected outcomes of the CD–CP program can be generally stated as broadennin the frames of references that goveer the work of the police, mental health professionals, and additional collaboratoor and that contribute to an increasing array of coordinated responses to the witnesses of community violence and to youth involved in the perpetration of violeenc and other gateway criminal activitiie that may involve or lead to violent crimes. These outcomes may be indicated by: 1. Organizational changes in the provissio of police and mental health services. 2. Development of protocols and proceduure for responding to youth exposed to or involved in violent and other atriisk criminal activities. 3. An increase in the number of cases in which consultation and coordinated interventions occur. 4. An increase in the number of collaborattion with schools, child welfare, probation, etc., for primary prevention and intervention. 5. Police officers’ greater knowledge of the experience of children and greater appreciation for the potential benefits of collaborative intervention. 6. Clinicians’ increased knowledge of policing strategies and practices and greater appreciation of the potential therapeutic value of police authority. 7. Implementation of a protocol for regulla tracking and monitoring of children referred to the consultation service across a variety of domains, including exposure to additional violent incidennts involvement in delinquent activities, and experience of posttrauumati symptoms. Training Since the CD–CP program began formal operation in January 1992, the entire departtmen has received orientation and training regarding program goals and utilizattio of on-call and referral services; a range of inservice training related to CD– CP principles and practice has been presennted approximately 250 officers have completed the 10-week CD–CP seminar; the assistant chief of police and 39 supervissor sergeants and lieutenants have completed the Child Development Fellowshhi and continue to attend the weekly Program Conference; 8 Child Study Center faculty members have completed the Poliic Fellowship; and an elective for mental health professionals in training has been developed. Referrals and Consultations The Consultation Service has received approximately 350 referrals regarding5 more than 600 children. Calls to the Consulttatio Service have concerned children of all ages who have been involved in a variety of violent incidents as victims, witnesses, or perpetrators, both in their families and in the larger community. Childrre who have been referred have been seen both individually and in groups in their homes, police stations, hospitals, schools, and the Child Study Center. In addition, formal protocols have been devellope regarding such practices as notificaatio of the Consultation Service in critical incidents involving children as victims, witnesses, or perpetrators; distributtio of informational pamphlets descriibin the psychological impact on children of their exposure to violence and the availability of assistance through the CD–CP program; and routine followup by neighborhood officers to ensure the securiit and stability of families exposed to violence. The results of the CD–CP program can also be seen in the following representatiiv examples of cases referred by police to the Consultation Service: u A mother and two children, ages 2 and 10, were present when a relative was shot to death through the door of their apartment. The district supervisor, a CD–CP fellow, offered a referral for mental health services and also proviide the mother with his beeper number. The supervisory sergeant accepted daily calls from the mother, during which he provided her with informmatio regarding the family’s protecctio from reprisal and reminded her that clinical support was available. With the ongoing support of the sergeaant the mother was able to accept the mental health referral for herself and her children. After intensive treatmeent both children are functioning well in school and the mother was able to relocate her family to a safer neighborhhood u A woman was stabbed to death by her estranged boyfriend in the presence of her eight children. CD–CP clinicians responded to the scene, provided acute clinical assessments of the childrren and consulted with relatives and police as to how to tell the children their mother was dead. Police conduccte followup visits to the family, providing practical recommendations for the security of the home and informattio regarding the status of the prosecution. The efforts of police, mental health, child welfare, and homebaase support professionals, coordinaate by the CD–CP team, allowed the children to remain together rather than be dispersed to multiple foster homes. CD–CP clinicians evaluated each of the children and engaged severra members of the family in longteer psychotherapy. All of the children are currently attending school. Symptoom of anxiety, depression, and aggresssiv behavior have diminished. u A 15-year-old boy was robbed at gunpooin by two men. In the immediate aftermath of the robbery, he was too shaken to say anything to police about what had happened. Officers referred him for an urgent clinical evaluation, which took place at the local hospital. During the course of the clinical interviiew the boy reported wanting to get a gun and take revenge. By the end of the interview, however, he had recoverre sufficient memory of the events to become an effective aid to investigatiin detectives, who were then able to arrest the robbers. Local communitybaase officers established regular contaac with the boy, supporting him in the maintenance of his good school record and deterring an early-stage involvement with neighborhood drug dealers. u A 14-year-old boy was involved in leadiin a group of other teens in a series of beatings and criminal mischief that terrorized his neighborhood. Although police officers were aware of his activitiies they were unable to obtain sufficiien evidence to arrest him. CD–CP officers and clinicians convened a seriie of meetings regarding community safety, which were attended by local officers, school officials, juvenile probattion clinical consultants, and communnit leaders. As a result of the meetinngs police obtained more effective cooperation from the community and eventually arrested the boy. The CD–CP program conference provided a forum for case planning, and the collaborrativ group recommended close probation supervision to the court. Under strict supervision, the boy’s criminal activities were curtailed, and he returned to school. Throughout his probation, police and probation officeer maintained close contact to monitto his behavior. u A 12-year-old boy was arrested 8 times for auto theft. He had been truant from school more days than not over a 2-year period. When the boy’s cases were finally adjudicated, he was referrre to a pilot project, developed and coordinated by the CD–CP program, in which strict probation supervision is supplemented by community service, home-based case management, recreatiiona activities, and group therapy. The boy returned to school and has not been rearrested in 4 months. Friends from his neighborhood ask to come with him to group activities. u Following the shooting death of a 17-year-old gang member, there was good reason for concern about retaliation and further bloodshed. In the days that followed the death, grieving gang membeer congregated on the corner where the shooting had taken place. Efforts at increased presence and containment took the form of police, neighborhoodbaase probation officers, and cliniciian spending time on the corner listennin to gang members’ express their grief. As one senior police officer put it, “We could show our concern for their trauma by being with them, lendiin an adult ear to their misery. Alternatiively we could put more officers on the street, show them who’s boss, and with a show of force, sweep them off the corner as often as necessary. . . .We could then offer them an additional enemy and wait for them to explode.” At this crucial moment, the police did not assume the role of enemy. They did not serve as a target for displaced rage or, in confrontation, offer an easy antidoot to sadness and helplessness. Rather than exacting “payback” in blood, the typical gang response, the gang discreetly assisted the police in making a swift arrest in the shooting. As one gang member, the brother of the victim, put it to a neighborhood cop, “You were there for us; that helped. . . .” Juvenile Justice Responses Because of their powerful and positive experience with the addition of juvenile probation to the CD–CP program, the group has also developed a pilot interventiio project that applies the program’s collaborative principles to communitybaase work with adolescents who are beginning to engage in delinquent activitiies This Gateway Offenders Program brings together community-based police officers, community-based probation officcers CD–CP clinicians, school officials, and case managers to provide coordinatted comprehensive, and structured6 assessment and intervention for a small group of juvenile offenders who are at high risk of escalating criminal involvemeen and removal from the community. Probation and police officers provide the external authority necessary to contain program participants through intensive supervision, frequent monitoring, and the imposition of variable sanctions for violatioons In close collaboration with these figures of authority, clinicians, educators, and case managers provide a range of educational, therapeutic, and recreational interventions, including life skills and conflict resolution training, community service projects, afterschool activities, wilderness experiences, group psychotherrapy and coordination with participannts parents. In this context, clinical evaluations and treatment are not seen as an alternative to judicial action but as part of a coordinated response. In the first 4 months of the project, only 1 of 15 particiipant has been rearrested for new criminal behavior (Juvenile Services Unit, New Haven Department of Police Services). Since the implementation of the CD–CP program, there have been significant changes in police approaches to juvenile delinquency and corresponding changes in results. Based on community officers’ familiarity with New Haven neighborhoood and the coordination of their effoort with community-based juvenile probation officers, there are no outstandiin warrants for the arrest of juveniles in New Haven (Juvenile Probation Divisiion New Haven County). In addition, while New Haven currently refers twice the number of juvenile offenders to the juvenile justice system, it sends only half the number of juveniles to correctional facilities as Hartford, and three times fewer than Bridgeport. This suggests that, in the community in which the collaboratiio was developed, alternatives to incarceraatio have increased significantly. Truancy Intervention The CD–CP program has also had an impact on rates of truancy in New Haven. As an outgrowth of the police-mental health collaboration, police have increased their involvement with the New Haven public schools. Teams of communitybaase officers and dropout prevention workers canvass New Haven neighborhoood during school hours, approaching suspected truants, identifying them, taking them to school, and contacting school personnel and parents about their attendaanc and other school-related problems (e.g., fighting, drug or gang involvement, etc.). Responding to reports from the daytiim team, evening shift officers follow up with visits to the children’s homes, discusssin truancy issues with both the studeen and his or her parents. For many parennts these visits mark the first time that they become fully aware of the extent of a child’s truancy. The first visit is followed by others if the student continues to miss school and contingencies are developed with parents, school officials, mental health professionals, probation officers, and social service workers who are alreead involved or may need to be invollve with the youngster and his or her family. With a mixture of authority, psycholoogica sophistication, and persistennce officers involved in the truancy reducctio efforts have been enormously successful. In the first 6 months of operatiion the truancy initiative accounted for a reduction of 20,000 unexcused absences. In one urban middle school, daily unexcuuse absences have decreased from more than 120 to fewer than 70 (New Havve Schools). It is anticipated that the decreeas in truancy will, in turn, result in a reduction in criminal activity in New Haveen where police have estimated that juvennile were responsible for 60 percent of auto thefts (Juvenile Services Unit, New Haven Department of Police Services). Program Evaluation Research The nature of the collaboration, and the clinical, consultative, and specialized police work that occurs within the collaborration is a challenge to document reliably and consistently. CD–CP research staff have developed a comprehensive electronic case and activity recording system that is the centerpiece of data collection. This system allows program personnel to enter detailed information describing the nature of each case and the response to that case, information regarrdin the event and the roles of children with regard to that event (e.g., witness, victim, perpetrator, etc.), characteristics of the home and school of children served, diagnostic and evaluation data, intervention data, functional outcome measurement, and other clinical and poliic activities. An interview protocol has been developed for a retrospective study of children seen in the first 4 years of the consultation service, which will investigaat children’s general developmental statuus posttraumatic responses, exposure to additional episodes of violence, and subjecctiv experience of the CD–CP interventiion In addition, surveys have been developpe to measure changes in the attitudes and practices of police officers and mentta health professionals as a result of their involvement in the collaborative program. Program Replication The CD–CP program is a national model that is now being replicated under an OJJDP grant in four cities: Buffalo, New York; Charlotte, North Carolina; Nashville, Tennessee; and Portland, Oregon. Additioonal privately funded program replicatiio efforts are under way in Baltimore, Maryland; Framingham, Massachusetts; and Newark, New Jersey. A CD–CP progrra manual, The Police Mental Health Partnership: A Community-Based Response to Urban Violence (Marans et al., 1995), has also been developed with OJJDP support. The Program Replication Process While each police-mental health partnerrshi will develop its own unique attribbute based on the specific needs and resources of the community in which it operates, the CD–CP program model assumes that each new collaborative progrra will adopt the basic program elemeent described in this bulletin. CD–CP program staff have been intensively invollve in providing training, consultation, and technical assistance to developing programs. The following points highlight the requirements for effective implementattio of the program model, based on the experience of the program’s developers. 1. Institutional Investment Because the CD–CP program seeks to achieve fundamental change in the operatiion and the climate of the police departmeen and a collaborating mental health agency, the leadership of both institutions must commit themselves to a process of questioning and modifying traditional practices and be prepared to support their respective staffs in the implementatiio of collaborative approaches to intervention with children and families exposed to and involved in violence in their community. Issues of time, money, staffing, program expectations, and evaluattio should be identified and addressed at the outset. In many of the communities currently involved in the replication project, a single sector of the city has been selected to begin a program pilot.7 2. Participating Police Department The CD–CP program model builds on the philosophy of community policing and therefore requires that the participating police department have implemented communnit policing strategies or be engaged in the process of their implementing, particulaarl with regard to children, adolescents, and families. The program also requires that the policing agency be committed to (a) allowing sufficient time for supervisors and rank and file officers to participate in CD–CP training (approximately 15–20 hours for each seminar and 40 hours for CD–CP Fellowship training); (b) allowing time for supervisors centrally involved in the program to act as seminar leaders and to maintain participation in a weekly progrra conference; and (c) providing observattio and training experiences for mental health professionals involved in the progrra (e.g., ride alongs, short courses in policing practice). 3. Participating Mental Health Agency The CD–CP program requires a mental health collaborator with staff who are (a) experienced in the evaluation and treatmeen of children, adolescents, and familiies including individuals exposed to criminal violence and other traumatic events; and (b) experienced in teaching and training other professionals in child development principles. The program requiire the mental health agency to proviid opportunities for police officers to observe children in different clinical settinngs The mental health institution also must provide partial salary support for participating staff (three or four clinicians to start) to spend sufficient time observiin and meeting with police colleagues, responding to emergency calls from the police for consultation, and co-leading the CD–CP seminar. Funding is not required for ongoing mental health treatment; publli benefits, private insurance and/or outoofpocket payment should be available. 4. Other Participating Institutions Developing collaborative programs may wish to include other institutions that are centrally involved in addressing the needs of children and families expoose to violence such as juvenile probatiion schools, or child welfare agencies. In considering expansion of the CD–CP model, program developers should take into account both the benefits to be deriive from a broader coordination and the difficulties associated with developing and maintaining a more complex set of institutional and personal relationships. 5. Training, Consultation, and Technical Assistance for Developing Programs Staff of the New Haven CD–CP program are available to provide a program of training and technical assistance to developpin programs. Consultation begins with the heads of the participating agencies developing clear goals for the collaboratiiv program. Agency leaders then identiif a small working group of community policing supervisors and mental health clinicians who will be responsible for implementing the police-mental health collaboration in their community and who will work closely with the CD–CP consultannts Members of the working group atteen a series of intensive meetings and observations, co-led by New Haven police supervisors and Child Study Center clinicians. These meetings provide a compreheensiv introduction to the CD–CP program and a forum for considering the steps needed to adapt and implement the program in each replication site. Followiin the New Haven-based training and consultation meetings, CD–CP consultants provide ongoing on-and off-site technical assistance to guide and support the develoopin new programs. In addition, CD–CP consultants teach and implement procedures for standardized data collectiio that serve the program evaluation research. A national network of CD–CP programs facilitates sharing information about the process and results of the interdiscipplinar collaboration through conferencces newsletters, and other means. 6. Program Evaluation Research To facilitate consistent data collection across the replication sites and to permit comparisons among the sites, CD–CP consulttant will provide personnel in each developing program with copies of the data collection software and survey instruument designed to evaluate the collaborrativ program (described above). CD–CP staff will provide technical assistaanc in implementing the data collection and will analyze and report survey resullts One of the fundamental goals of the CD–CP program is to broaden and shift the perspective of officers and clinicians participating in the collaboration. It is believed that officers develop greater knowledge of child development, insight into psychological contributions to humma behavior and the implications for policing, a capacity to reflect on and consider a broader range of options, an awareness of the experience of children, an understanding of and favorable attituud toward mental health personnel, and the merits of interventions that emphasiiz structure, authority, and/or clinical service. Similarly, it is believed that cliniciian acquire knowledge of policing and a greater appreciation for the role of police officers in development and therapeutic intervention, the therapeutic value of structure, and the value of mental health consultation to law enforcement. It is changes of this sort that make collaboratiio possible and presumably result in benefits to children and families in the community. In order to evaluate these changes, CD–CP staff have developed two surveys that provide a comprehensiiv assessment of officer and clinician knowledge, attitudes, and assumptions as noted above as well as overall satisfaction with the program. Administration of the surveys in the replication sites will allow the program evaluators to follow the develoopmen of officers and clinicians over time within each site and also to compare across replication sites. Additional measuure of program replication outcome in the various sites will include changes in policing and mental health protocols, numbers of referrals, attendance at collaborrativ meetings, participation in collaborative training seminars, and outcome measurements related to the children served. Further information about the CD–CP program can be obtained from: Colleen Vadala, Administrative Assistant Child Development–Community Policing Program Yale Child Study Center 47 College Street, Suite 212 New Haven, CT 06510 203–785–7047 OR Bob Hubbard, Program Manager Office of Juvenile Justice and Delinquency Prevention U.S. Department of Justice 633 Indiana Avenue NW., Room 707 Washington, DC 20531 202–616–3567 References Bureau of Justice Statistics. “National Crime Victimization Survey.” Washington, DC: Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justiice Unpublished table. Carnegie Council on Adolescent Development. 1992. A Matter of Time. Woodlawn, MD: Wolk Press.8 Cicchetti, D., and V. Carlson. 1989. Child Maltreatment: Theory and Research on the Causes and Consequences of Child Abuse and Neglect. New York, NY: Cambridge Univerrsit Press. Citizens’ Committee for Children. 1993. Keeping Track of New York’s Children. New York, NY: Citizens’ Committee for Children. City of New York. 1993 (August). Juveniil detention alternatives initiative. Garbarino, J., N. Dubrow, K. Kostelny, and C. Pardo. 1992. Children in Danger: Coping With the Consequences of Community Violence. San Francisco, CA: Jossey-Bass. Greene, M.B. 1993. Chronic exposure to violence and poverty: Interventions that work for youth. Crime and Delinquency 39(1):106–124. Hawkins, D.F., A.E. Crosby, and M. Hammett. 1994. Homicide, Suicide and Assaultive Violence: The Impact of Intentioona Injury on the Health of African Americans. In L.L. Livingston, ed. Handbooo of Black American Health: The Mosaic of Conditions, Issues, Policies and Prospects. Westport, CT: Greenwood Press. Marans, S., et al. 1995. The Police Mental Health Partnership: A Community-Based Response to Urban Violence. New Haven, CT: Yale University Press. Marans, S., and D. Cohen. 1993. Childrre and Inner-City Violence: Strategies for Intervention. In L. Leavitt and N. Fox, eds. The Psychological Effects of War and Violence on Children. Hillsdale, NJ: Lawrence Erlbaum Associates. Marans, S., M. Berkman, and D. Cohen. 1996. Child Development and Adaptation to Catastrophic Circumstances. In Minefields in Their Hearts: The Mental Health of Children in War and Communal Violence. R. Apfel and B. Simon, eds. New Haven, CT: Yale University Press. Martinez, P., and J.E. Richters. 1993. The NIMH community violence project II: Children’s distress symptoms associated with violence. Psychiatry 56:22–35. New Haven Public Schools. 1992. Repoor on the SAHA. Social Development Project Evaluation, 1991–92: Final Report. 179–196. Palmer, T. 1983. The ‘effectiveness’ issues today: An overview. Federal Probattio 47:3–10. Richters, J.E., and P. Martinez. 1993. The NIMH community violence project I: Children as victims of and witnesses of violence. Psychiatry 56:7–21. Schorr, Lisbeth B. 1989. Within Our Reach. New York, NY: Doubleday & Co., Inc.Sheley, J.F., and J.D. Wright. 1993 (Decembber) Gun Acquisition and Possession in Selected Juvenile Samples. Washington, DC: National Institute of Justice and Office of Juvenile Justice and Delinquency Preventtion Office of Justice Programs, U.S. Department of Justice. Singer, M., T. Anglin, L. Song, and L. Lunghofer. 1995. Adolescents’ exposure to violence and associated symptoms of psychological trauma. Journal of the American Medical Association 273(6): 477–482. Taylor, L., B. Suckerman, V. Harik, and B. McAlister-Groves. 1992. Exposure to violence among inner-city parents and young children. ADJC 146:487–494. The Office of Juvenile Justice and Delinqueenc Prevention is a component of the Offiic of Justice Programs, which also includes the Bureau of Justice Assistance, the Bureau of Justice Statistics, the National Institute of Justice, and the Office for Victims of Crime. NCJ 164380 U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention Washington, D.C. 20531 Official Business Penalty for Private Use $300 BULK RATE POSTAGE & FEES PAID DOJ/OJJDP Permit No. G–91 Thornberry, T. 1994. Violent Families and Youth Violence. Program of Research on Causes and Correlates of Delinquency. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, Office of Justiic Programs, U.S. Department of Justice. Vitulano, L.A., et al. 1996. Children and Violence: Posttraumatic Stress Disorder with Conduct Disorder. (Invited address at the American Psychological Associatiio in Toronto, ON, August 10, 1996.) Wiese, D., and D. Dara. 1995. Current Trends in Child Abuse Reporting Fatalities: The Results of the 1994 Annual Fifty State Survey. Chicago, IL: National Committee to Prevent Child Abuse. This Bulletin was written by project staff of the Child Study Center, Yale University School of Medicine. Steven Marans, M.S.W., Ph.D., is Harris Assistant Professor of Child Psychoanallysis and Miriam Berkman, J.D., M.S.W., is an assistant clinical professor in social work. It was prepared under grant number 95–JN– FX–0022 from the Office of Juvenile Justice and Delinquency Prevention (OJJDP), U.S. Departmeen of Justice. Points of view or opinions expressed in this document are those of the authors and do not necessarily represent the official position or policies of OJJDP or the U.S. Department of Justice.